Source Discipline - Curriculum

 

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Schubert, William H., "The Return of Curriculum Inquiry from Schooling to Education," Curriculum Inquiry, 12(Summer, 1982), 221-232.*, William H. Schubert

Annotation: Reviews domains of curriculum inquiry that could address non-school phenomena that relate to curriculum.

Broad Topical Focus: Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Schubert, William H., "Thoughts on the Future of the SSCH," pp. 19-23 in Craig Kridel, ed., Curriculum History . Lanham, MD: University Press of America, 1989., William H. Schubert

Annotation: Proposes five dimensions of future work for curriculum historians to do.

Broad Topical Focus: Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, American/International Curriculum Organizations

 

Schubert, William H., "Toward Lives Worth Living and Sharing: Historical Perspectives on Curriculum Coherence," pp. 146-157 in James A. Beane, ed., Toward a Coherent Curriculum. Alexandria, VA: Association for Supervision and Curriculum Development, 1995., William H. Schubert

Annotation: Traces theoretical work on coherence from an historical perspective.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Content Selection and Organization

 

Schubert, William H., "What Is Worthwhile: From Knowing and Needing to Being and Sharing," Journal of Curriculum and Pedagogy, 6(Summer, 2009), 22-40., William H. Schubert

Annotation: Elucidates the author's view of curriculum's central question for both curriculum scholars and for educating children, youth, and adults.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Content Selection and Organization

 

Schubert, William H., and Ann Lynn Lopez Schubert, "Ralph W. Tyler in Review: An Interview and Antecedent Reflections," Journal of Thought, 21(Spring, 1986), 7-14., William H. Schubert and Ann Lynn Schubert

Annotation: Gives an overview of reflections on the work of Tyler in education.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

 

Schubert, William H., and Ann Lynn Lopez Schubert, "Teaching Curriculum Theory," Journal of Curriculum Theorizing, 4(Summer, 1982), 97-111.*, William H. Schubert and Ann Lynn Schubert

Annotation: Reports a dialogue on two persons' approaches to teaching curriculum theory.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Professors, Programs of Study in Curriculum and Instruction

 

Schubert, William H., and Ann Lynn Lopez Schubert, "Toward Curricula That Are of, by, and Therefore for Students," The Journal of Curriculum Theorizing, 3(Winter, 1981), 239-251., William H. Schubert and Ann Lynn Schubert

Annotation: Argues that schools should create curriculum that are of, by, and for students they serve (with case examples).

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

 

Schubert, William H., and Ann Lynn Schubert, "A Dialogue with Ralph W. Tyler," Journal of Thought, 21(Spring, 1986), 91-118., William H. Schubert and Ann Lynn Schubert

Annotation: Reports on a conversation between the authors and Tyler ranging over a variety of subjects, both personal and professional.

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

 

Schubert, William H., and Ann Lynn Schubert, "Curriculum as Cultural Experience in Student Lives," pp. 49-57 in William H. Schubert and Ann L. Schubert, eds. Conceptions of Curriculum Knowledge: Focus on Students and Teachers. University Park, PA: College of Education, Penn State University, 1982., William H. Schubert and Ann Lynn Schubert

Annotation: Makes the case for studying non-school forms of education that exhibit interactions among Schwab's commonplaces; also makes the case for student deliberation in curriculum decisions.

Broad Topical Focus: Defining Curriculum Research Questions, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Curriculum Deliberation

 

Schubert, William H., and Ann Lynn Schubert, "Curriculum Inquiry: Alternative Paradigms," pp. 222-227 in Torsten Husen and Thomas N. Postlethwaite, eds. International Encyclopedia of Education, Supplement Volume One. New York: Pergamon, 1988., William H. Schubert and Ann Lynn Schubert

Annotation: Describes and traces the rise of various inquiry paradigms in curriculum research, including the empirical-analytic, the hermenuetic, the critical, and the substantive

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

 

Schubert, William H., Ann Lynn Lopez Schubert, Leslie Herzog, George Posner, and Craig Kridel, "A Genealogy of Curriculum Researchers," Journal of Curriculum Theorizing, 8(Spring, 1988), 137-183., William H. Schubert, Ann Lynn Schubert, Leslie Herzog, George Posner, and Craig Kridel

Annotation: Shows doctoral advisors and students for an array of curriculum scholars and researchers.

Broad Topical Focus: Curriculum Theorists, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Survey
Narrow Topic: Curriculum Professors, Programs of Study in Curriculum and Instruction

 

Schubert, William H., Ann Lynn Lopez Schubert, and Heidi Ann Schubert, "Familial Theorizing and 'Literature' that Facilitates It," Journal of Thought, 21(Summer, 1986), 61-73., William H. Schubert, Ann Lynn Schubert, and Heidi Ann Schubert

Annotation: Gives a reflection on theorizing by the author, his wife, and daughter.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum as Experience, Literature of Curriculum

 

Schubert, William H., Ann Lynn Lopez Schubert, Thomas P. Thomas, and Wayne Carroll, Curriculum Books: The First Hundred Years, 2nd ed. New York: Peter Lang, 2002., William H. Schubert, Ann Lynn Schubert, Thomas P. Thomas, and Wayne Carroll

Annotation: Adds over 2000 books from the two decades since the 1980 publication of the first edition; updates earlier chapters decade by decade; continues the analysis by philosophical orientations and the review of the social and cultural context for each decade's books.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Bibliographic Compilation
Narrow Topic: Literature of Curriculum, Curriculum History

 

Schubert, William H., George H. Willis, and Edmund C. Short, "Curriculum Theorizing: An Emergent Form of Curriculum Studies in the United States," Curriculum Perspectives, 4(May, 1984), 69-74., William H. Schubert, George H. Willis, and Edmund C. Short

Annotation: Summarizes the changing views of curriculum theorizing in the United States to date.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum History, Curriculum Theory Creation and Uses

 

Schubert, William H., and Georgiana Zissis, "Speculation on Curriculum from the Perspective of William James," Educational Theory, 38(Fall, 1988), 441-455., William H. Schubert and Georgiana Zissis

Annotation: Draws implications from the thought of William James for curriulum theory, practice, and research.

Broad Topical Focus: Curriculum Conceptions and Theories,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Normative Inquiry,Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Schugurensky, Daniel, "Toward a Pegagogy of Praxis: Citizenship Education and Participatory Democracy," Journal of Curriculum Theorizing, 16(Fall, 2000), 125-155., Daniel Schugurensky

Annotation: Places citizenship education within the thought of Friere and others; defines democracy in three ways and argues for the third way.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Citizenship Education, Democratic Education

 

Schultz, Brian, "Curriculum Based on 'Their' Priority Concerns," pp. 113-130 in Jennifer L. Milam, Stephanie Springgay, Kris Sloan, and B. Stephen Carpenter II, Curriculum for a Progressive, Proactive, Poetic, and Public Pedagogy. Troy, NY: Educator's International Press, 2006., Brian Schultz

Annotation: Reports on a civic action curriculum co-created by students and their teacher in the Cabrini Green section of Chicago.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum as Experience, Content Selection and Organization, Authority of Teacher, Social Studies

 

Schulz, Renate, Interpreting Teacher Practice: Two Continuing Stories. New York: Teachers College Press, 1997., Renate Schulz

Annotation: Provides narratives of two teachers' teaching along with reflections on the problem of narrative inquiry and of collaborative research.

Broad Topical Focus: Curriculum Enactment and Teaching, Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Practical Knowledge

 

Schutz, Richard E., "Learning About the Costs and Instruction about the Benefits of Research and Development in Education," Phi Delta Kappan, 60(April, 1979), 3-7.*, Richard E. Schutz

Annotation: Describes the formal R & D process used to develop products for use in schools.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Development as Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Educational Stages of Development

 

Schutz, Richard E., "Methodological Issues in Curriculum Research," Review of Educational Research, 39(June, 1969), 359-366., Richard E. Schutz

Annotation: Identifies difficulties in seeking scientific knowledge rather than technology (development) in curriculum and in aiming for systematic, coherent knowledge rather than conjuctive (problem-centered) research.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research and Inquiry-General, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

 

Schwab, Joseph J., "Education and the Structure of the Disciplines," pp. 229-272 in Ian Westbury and Neil J. Wilkof, eds., Joseph J. Schwab: Science, Curriculum and Liberal Education: Selected Essays. Chicago: University of Chicago Press, 1978., Joseph J. Schwab

Annotation: Discusses how the structure of the disciplines is relevant for curriculums, shows how it is relevant to the imparting of arts and skills and to the curriculum maker; reviews the Comtean analysis of discipline structure and a revised (recent) version; discusses the places of structure in the curriculum.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines

 

Schwab, Joseph J., "On Reviving Liberal Education--in the Seventies," pp. 37-48 in Sidney Hooks, Paul Kurtz and Miro Fodorovich, eds., The Philosophy of the Curriculum: The Need for General Education. Buffalo, NY: Prometheus Books, 1975., Joseph J. Schwab

Annotation: Discusses the arts of access, of communication, of inquiry, of the practical, of the eclectic, of the practical per se (problemation, weighing alternative formulations of the problem, generating and choosing alternative solutions).

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Normative Inquiry
Type of Study: Single Study
Narrow Topic: Liberal Education/General Education, Curriculum Deliberation

 

Schwab, Joseph J., "Structure of the Disciplines: Meanings and Significances," pp. 6-30 in G. W. Ford and Lawrence Pugno, eds., The Structure of Knowledge and the Curriculum . Chicago: Rand McNally, 1964., Joseph J. Schwab

Annotation: Analyzes the conceptual and syntactical structure of the disciplines, the problem of their syntax, and their substantive structure.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and the Disciplines

 

Schwab, Joseph J., "Testing and the Curriculum," Journal of Curriculum Studies, 21(January-February, 1989), 1-10.*, Joseph J. Schwab

Annotation: Challenges the validity of conventional curriculum testing.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Curriculum Aims and Objectives, Liberal Education/General Education

 

Schwab, Joseph J., "The Practical 4: Something for Curriculum Professors to Do," Curriculum Inquiry, 13(Fall, 1983), 239-265.*, Joseph J. Schwab

Annotation: Describes curriculum decision-making committees and processes and the role of the chair; urges professors to train curriculum leaders as chairs.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation, Programs of Study in Curriculum and Instruction, Professionalization in Curriculum, Curriculum Professors

 

Schwab, Joseph J., "The Practical: A Language for Curriculum ," School Review, 78(November, 1969), 1-23; Revised version published by Washington, DC: National Education Association, 1970; Reprinted pp. 287-321 in Ian Westbury and Neil J. Wilkof, eds., Science, Curriculum, and Liberal Education: Selected Essays by Joseph J. Schwab . Chicago: University of Chicago Press, 1978; also reprinted pp. 586-607 in James R. Gress, ed., Curriculum: An Introduction to the Field . Berkeley, CA: McCutchan, 1988. Also reprinted in Journal of Curriculum Studies, 45(5, 2013),591-621.*, Joseph J. Schwab

Annotation: Challenges the development of curriculum theories not based on empirical evidence; poses a practical orientation to curriculum theory development; and introduces arguments for ways in which the practical modes might function; known as Practical 1, it lays groundwork for The Practical 2,3, and 4.

Broad Topical Focus: Curriculum Research and Inquiry-General, Relation of Curriculum Research to Practice, Curriculum Decision-making Processes, Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum Deliberation, Curriculum Theory Creation and Uses

 

Schwab, Joseph J., "The Practical: Arts of Eclectic," School Review, 79(August, 1971), 493-542. Reprinted pp. 322-364 in Ian Westbury and Neil J. Wilkof, eds., Science, Curriculum, and Liberal Education: Selected Essays by Joseph J. Scwab. Chicago: University of Chicago Press, 1978.*, Joseph J. Schwab

Annotation: Refers to deliberative arts that draw upon multiple theories from the behavioral sciences around several polyfocal topics in multiple cycles.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Deliberation

 

Schwab, Joseph J., "The Practical: Translation Into Curriculum," School Review, 81(August, 1973), 501-522. Reprinted pp. 365-383 in Ian Westbury and Neil J. Wilkof, eds., Science, Curriculum, and Liberal Education: Selected Essays by Joseph J. Schwab. Chicago: University of Chicago Press, 1978.*, Joseph J. Schwab

Annotation: Shows how to translate scholarly subject matter into usable curriculum within five commonplaces; presents three functions of curriculum specialists.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Specialists in Schools, Curriculum Deliberation, Curriculum Potential, Materials Development and Evaluation

 

Schwab, Joseph J., "The Structure of the Natural Science," pp. 39-46 in G. W. Ford and Lawrence Pugno, eds., The Structure of Knowledge and the Curriculum. Chicago: Rand McNally, 1964., Joseph J. Schwab

Annotation: Describes the substantive structures and the short-term and long-term syntax of the scientific disciplines.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Science

 

Schwartz, Morey, "For Whom Do We Write the Curriculum?" Journal of Curriculum Studies, 38(August, 2006), 449-457.*, Morey Schwartz

Annotation: Describes a form of curriculum writing called "rehearsal curriculum" that intends to educate the teacher to go through the same learning experiences that are to be used with students.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum as Experience, In-service Teacher Development, Materials Development and Evaluation, Teaching/Learning Process

 

Schwarz, Gretchen, and Lee Ann Cavener, "Outcome-based Education and Curriculum Changes: Advocacy, Practice, and Critique," Journal of Curriculum and Supervision, 9(Summer, 1994), 326-338., Gretchen Schwarz and Lee Ann Cavener

Annotation: Reports experience in Oklahoma with outcome-based education and gives reasons for its failure there.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Development, Organization, Design, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum

 

Scott, David, Critical Essays on Major Curriculum Theorists. New York: Routledge, 2008., David Scott

Annotation: Summarizes and critiques arguments for eleven curricular themes or ideas developed by eleven different curriculum theorists (Popham, Stenhouse, Hirst, Foucault, Apple, Bernstein, Vygotski, Bruner, Giroux, Schon, and John White).

Broad Topical Focus: Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Collection of Studies
Narrow Topic: Curriculum Theory Creation and Uses, Value Assumptions and Ideologies in Curriculum

 

Scott, David, "Knowledge and the Curriculum," The Curriculum Journal, 25(No. 1, 2014),14-28., David Scott

Annotation: Focuses on knowledge and how it relates to school curriculum; explores the reasons necessary to justify knowledge inclusion into and exclusion from the curriculum; discusses arguments from Foundationalism, Instrumentalism, Pragmatism, and social epistemologies; concludes with a set of principles from which a curriculum rationale can be developed.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum and the Disciplines

 

Scott, David, "Six Curriculum Discourses: Contestation and Edification," pp. 31-42 in Alex Moore, ed., Schooling, Society, and Curriculum. New York: Routledge, 2006., David Scott

Annotation: Identifies and critically appraises six discourses within which curriculum policies and policy-making are conducted: foundationalism, conventionalism, instrumentalism, technical rationality, critical pedagogy, and postmodernism.

Broad Topical Focus: Curriculum Visions and Philosophies, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum

 

Scott, Fentey B., "Integrating Curriculum Implementation and Staff Development," The Clearing House, 67(January-February, 1994), 157-160., Fentey B. Scott

Annotation: Presents an integration model for curriculum change which includes planning, conducting, and monitoring implementation and staff development.

Broad Topical Focus: Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Implementation

 

Scott, Harry V., "A Primer of Curriculum Theory: Descriptive Theory," Educational Theory, 18(Spring, 1968), 118-124.*, Harry V. Scott

Annotation: Defines theory at three levels and discusses theorizing in curriculum and administration.

Broad Topical Focus: Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Theory Creation and Uses

 

Seaman, Jayson, and Peter J. Nelson, "An Overburdened Term: Dewey's Concept of 'Experience' as Curriculum Theory," Education and Culture, 27(No. 1, 2011), 5-25., Jayson Seaman and Peter J. Nelson

Annotation: Clarifies Dewey's concept of Experience and its usefulness in curriculum theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Curriculum as Experience

 

Searles, W. E., "A Substantiation of Macdonald's Models in Science Curriculum Development," The Journal of Curriculum Theorizing, 4(Winter, 1982), 127-155. Reprinted as "A Taxonomic Study of Curriculum Development Models Used in Science Education," European Journal of Science Education, 3(January-March, 1981), 77-91., W. E. Searles

Annotation: Reviews the models of curriculum development set forth by Macdonald and three conceptions of curriculum; reviews the development of science curriculum from 1850 onward in light of these models and conceptions; tests basis for content selection and organization via criteria drawn from ten leading curriculum theorists.

Broad Topical Focus: Curriculum Development, Organization, Design,Curriculum Conceptions and Theories,Curriculum Theorists
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis
Type of Study: Single Study
Narrow Topic: Science, Philosophical Schools, Content Selection and Organization, Curriculum History

 

Sears, James T., "The Curriculum Worker as a Public Intellectual," pp. 1-13 in Ruben A. Gaztambide-Fernanadez and James T. Sears, eds., Curriculum Worker as a Public Moral Enterprise. Lanham, MD: Rowman & Littlefield, 2004., James T. Sears

Annotation: Traces efforts to link curriculum theory work to curriculum action work; urges speaking to the public on curriculum and related issues about needed action; other chapters of this book give examples.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Theorists, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Curriculum History, Curriculum Specialists in Schools, Curriculum Professors

 

Sears, James T., "The Second Wave of Curriculum Theorizing: Labyrinths, Orthodoxies, and Other Legacies of the Glass Bead Game," Theory into Practice, 31(Summer, 1992), 210-218., James T. Sears

Annotation: Reviews reconceptualist curriculum theory.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Theorists, Relation of Curriculum Research to Practice, Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism
Type of Study: Status Study
Narrow Topic: Curriculum History, Value Assumptions and Ideologies in Curriculum

 

Sears, James T., and J. Dan Marshall, "Generational Influences on Contemporary Curriculum Thought," Journal of Curriculum Studies, 32(March-April, 2000), 199-214., James T. Sears and J. Dan Marshall

Annotation: Reviews the history of curriculum thought and its evolution.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Curriculum History

 

Seddon, Terri, "Curriculum History: A Map of Key Issues," Curriculum Perspectives, 9(October, 1989), 1-16.*, Terri Seddon

Annotation: A thorough review of the state-of-the-art of doing curriculum history published in English. Discusses focus, boundaries, conceptions, and theory.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum History, Comparative Curriculum, Value Assumptions and Ideologies in Curriculum

 

Seddon, Terri, "The Hidden Curriculum: An Overview," Curriculum Perspectives, 3(May, 1983), 1-6., Terri Seddon

Annotation: Reviews literature on the hidden curriculum and analyzes it into its various aspects.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Philosophical Inquiry-Speculative Essay
Type of Study: Research Synthesis
Narrow Topic: Hidden Curriculum

 

Seguel, Mary Louise, "Bobbitt and Charters," pp. 67-101 in her The Curriculum Field: Its Formative Years. New York: Teachers College Press, 1966., Mary Louise Seguel

Annotation: Describes the contributions of these two men to the early years of the curriculum field.

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

 

Seguel, Mary Louise, "Conceptualizing Method: A History," pp. 6-13 in Laurel N. Tanner, ed., Papers of the Society for the Study of Curriculum History. University Park, PA: The Society, College of Education, Penn State University, 1981., Mary Louise Seguel

Annotation: Draws an historical picture of teaching methodology from 1829-1977.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Teaching/Learning Process

 

Seguel, Mary Louise, "Harold Rugg," pp. 105-134 in her The Curriculum Field: Its Formative Years . New York: Teachers College Press, 1966., Mary Louise Seguel

Annotation: Traces Rugg's work and ideas on curriculum.

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

 

Seguel, Mary Louise, "Hollis L. Caswell," pp. 137-171 in her The Curriculum Field: Its Formative Years . New York: Teachers College Press, 1966., Mary Louise Seguel

Annotation: Traces Caswell's work and ideas on curriculum.

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

 

Seguel, Mary Louise, "John Dewey," pp. 47-62 in her The Curriculum Field: Its Formative Years . New York: Teachers College Press, 1966., Mary Louise Seguel

Annotation: Traces Dewey's work and ideas on curriculum.

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

 

Seguel, Mary Louise, "Reflections on the Field of Curriculum History," pp. 63-65 in Murry R. Nelson, ed., Papers of the Society for the Study of Curriculum History: 1980 and 1982 . DeKalb, IL: College of Education, Northern Illinois University, 1983., Mary Louise Seguel

Annotation: Gives a brief overview of the questions that should be raised about the founders of the curriculum field.

Broad Topical Focus: Curriculum Inquiry Guidelines, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Curriculum History

 

Seguel, Mary Louise, The Curriculum Field: Its Formative Years . New York: Teachers College Press, 1966., Mary Louise Seguel

Annotation: Presents accounts of Charles and Frank McMurry, Dewey, Bobbitt, Charters, Rugg, and Caswell and their contributions to the curriculum field.

Broad Topical Focus: Curriculum Theorists, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History

 

Seguel, Mary Louise, "The McMurrys," pp. 7-38 in her The Curriculum Field: Its Formative Years . New York: Teachers College Press, 1966., Mary Louise Seguel

Annotation: Traces the work and ideas of Charles and Frank McMurry on curriculum.

Broad Topical Focus: Curriculum Theorists, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History

 

Seixas, Peter, and Gabriella Minnes Brandes, "A Workshop in Uncertainty: 'New Scholarship in the Humanities and Social Sciences' as a Basis for Professional and Curriculum Development," Journal of Curriculum and Supervision, 13(Fall, 1997), 56-69., Peter Seixas and Gabriella Minnes Brandes

Annotation: Reports processes utilized by ACLS groups in determining curriculum at university level.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Higher Education Curriculum, Comparative Curriculum

 

Selden, Steven, "Biological Determinism and the Narrative of Adjustment: The High School Biology Textbooks of Truman Jesse Moon, c 1921-1963," Curriculum Inquiry, 37(June, 2007), 159-196., Steven Selden

Annotation: Examines the presence of eugenics thought in a textbook series in biology along with the reasons for this content.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Science, Ideology and School Knowledge, Content Selection and Organization, Materials Development and Evaluation

 

Selden, Steven, "Biological Determinism and the Normal School Curriculum: Helen Putnam and the NEA Committee on Racial Welfare, 1910-1922," The Journal of Curriculum Theorizing, 1(Winter, 1979), 105-122., Steven Selden

Annotation: Examines the ideology underlying the work of this committee.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Ideology and School Knowledge, Teacher Education

 

Selden, Steven, "Conservative Ideology and Curriculum," Educational Theory, 27 (Summer, 1977), 205-222., Steven Selden

Annotation: Reviews the history of conservative ideologies and curriculum from the nineteenth century to the present and their appearance in the eugenics movement of the early twentieth century.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Curriculum History

 

Selden, Steven, "Curricular Metaphors: From Scientism to Symbolism," Educational Theory, 25(Summer, 1975), 243-262., Steven Selden

Annotation: Contrasts scientism and symbolization as bases for orienting thought and language in curriculum, drawing on philosophers such as Cassier and Langer.

Broad Topical Focus: Curriculum Conceptions and Theories,Inquiry Language in Curriculum Research
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Conceptual Analysis,Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Selden, Steven, "Eugenics and Curriculum: 1860-1929," The Educational Forum, 43(November, 1978), 67-82., Steven Selden

Annotation: Examines the history of the eugenics movement and its impact on the curriculum, especially the education of the gifted.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Ideology and School Knowledge, Exceptional Education

 

Semel, Susan F., and Alan R. Sadovnik, "The Contemporary Small-School Movement: Lessons from the History of Progressive Education," Teachers College Record, 110(September, 2008), 1744-1771., Susan F. Semel and Alan R. Sadovnik

Annotation: Examines similarities and differences between Central Park East Secondary School in New York City and earlier progressive schools such as the Dalton School and the City and Country School.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Aims and Objectives, Curriculum History, Local Control of Schooling

 

Sensoy, Ozlem, and Robin DiAngelo, Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education. New York: Teachers College Press, 2012., Ozlem Sensoy and Robin DiAngelo

Annotation: Explains basic concepts for developing critical social literacy, including prejudice, oppression, power, privilege, and white supremacy; provides guidelines and examples for implementing social justice education.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Multicultural Education, Curriculum and Politics, Ethical Issues in Curriculum, Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Serow, Robert C., "Credentialism and Academic Standards: The Evolution of High School Graduation Requirements," Issues in Education, 4(Summer, 1986), 19-41., Robert C. Serow

Annotation: Traces the evolution of high school graduation requirements.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum History, Curriculum Standards and Testing

 

Shacklock, Geoffrey, John Smyth, and Robert Hattam, "The Effects of an Advanced Skills Teacher Classification on Teachers' Work: From Storied Accounts to Policy Insights," Journal of Curriculum and Supervision, 13(Summer, 1998). 357-372.*, Geoffrey Shacklock, John Smyth, and Robert Hattam

Annotation: Reports an Australian study of the difference between teachers' natural discourse and an imposed discourse by policy-makers.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Narrative Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum and Politics, Comparative Curriculum, Teacher Knowledge, Value Assumptions and Ideologies in Curriculum

 

Shaker, Paul, "The Application of Jung's Analytical Psychology to Education," Journal of Curriculum Studies, 14(July-September, 1982), 241-250., Paul Shaker

Annotation: Shows how Jung's ideas can be applied to curriculum.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry
Type of Study: Single Study
Narrow Topic: Psychology and Curriculum

 

Shaker, Paul, and Craig Kridel, "The Return to Experience: A Reconceptualist Call," Journal of Teacher Education , 40 (January-February, 1989), 2-8.*, Paul and Shaker and Craig Kridel

Annotation: Reviews the development and impact of the reconceptualist movement in curriculum and its potential in teacher education.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Change, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Curriculum as Experience, Teacher Education, Psychology and Curriculum

 

Shanks, Joyce, "Student Reactions to a Standardized Curriculum: A Case Study," Journal of Curriculum and Supervision, 10(Fall, 1994), 43-59., Joyce Shanks

Annotation: Reports how students and teachers in a mid-western elementary school experienced a curriculum change that standardized the curriculum.

Broad Topical Focus: Curriculum Evaluation, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum Standards and Testing

 

Shapiro, Arthur, "A Theory and Practice of Curriculum," pp. 307-316 in Beverly Irby, Genevieve H. Brown, Rafael Lara Aiecio, and Shirley A. Jackson, Eds., THe Handbook of Educational Theories. Charlotte, NC: Information Age Publishers, 2013., Arthur Shapiro

Annotation: Defines and describes the uses of theories in education; explains why a theory of curriculum is necessary; asserts that a theory of curriculum is a theory of process (design/making); offers a theory of curriculum based on the author's 1995 book.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Decision-Making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Concpetual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum Implementation, Curriculum Theory Creation and Uses

 

Shapiro, H. Svi, ed., Education and Hope in Troubled Times: Visions of Change for Our Children's World. New York: Routledge, 2009., H. Svi Shapiro

Annotation: Contains 19 articles by leading educators on challenges and possibilities facing American education; each offers a vision with practical curricular suggestions.

Broad Topical Focus: Curriculum Visions and Philosophies
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Collection of Studies
Narrow Topic: Alternatives in Education, Curriculum Aims and Objectives, Value Assumptions and Ideologies in Curriculum, Criticism of Schooling

 

Shapiro, H. Svi, "Educational Research, Social Change and the Challenge to Methodology: A Study in the Sociology of Knowledge," Phenomenology+Pedagogy, 1(No., 2, 1983), 127-139.*, H. Svi Shapiro

Annotation: Describes the rise of phenomenological research, its attributes, and its prospects.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Phenomenological Inquiry, Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation, Comparisons Among Inquiry Modes

 

Shapiro, H. Svi, "Shaping the Educational Imagination: Class, Culture, and the Contradiction of the Dominant Ideology," The Journal of Curriculum Theorizing, 4(Summer, 1982), 153-165., H. Svi Shapiro

Annotation: Discusses education in the U. S. as the result of complex interactions among ideological perspectives; gives instances.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Value Assumptions and Ideologies in Curriculum

 

Shaw, Beverly, "The Content of the Curiculum," pp.129-166 in her Educational Practice and Sociology: An Introduction . Oxford: Marten Robertson, 1981., Beverly Shaw

Annotation: Shows how the content of the curriculum is controlled by the policies set; discusses the common curriculum and the education of girls among other topics.

Broad Topical Focus: Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Ideology and School Knowledge, Content Selection and Organization

 

Shaw, Beverly, "The Sociology of Knowledge and the Curriculum," British Journal of Educational Studies, 21(October, 1973), 277-289., Beverly Shaw

Annotation: Provides reviews of Young's Knowledge and Curriculum and Bergin & Luckmann's The Social Construction of Reality.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Critical Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Shawer, Saad F., "Teacher-driven Curriculum Development at the Classroom Level: Implications for Curriculum, Pedagogy, and Teacher Education," Teaching and Teacher Education, 63(April, 2017), 296-313., Saad F. Shawer

Annotation: Reports a study of the ways six British teachers developed their official curriculum for its use in their classrooms; some were seen as curriculum transmitters, some as curriculum makers, and some as curriculum developers; factors related to their training and their current circumstances were also examined in relation to these categories.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies, Curriculum Implementation, Teacher Planning, Teaching/Learning Process

 

Shaw, Francine Shuchat, "Congruence," pp. 445-452 in William F. Pinar, ed., Curriculum Theorizing . Berkeley, CA: McCutchan, 1975., Francine Shuchat Shaw

Annotation: Writes an educational criticism of teaching a film course.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Evaluation of Instruction, Higher Education Curriculum

 

Shaw, Francine Shuchat, "In Search of Congruence," pp. 227-249 in George Willis, ed., Qualitative Evaluation . Berkeley, CA: McCutchan, 1978., Francine Shuchat Shaw

Annotation: Argues for congruence between the artistic principles of intructional methods and the content being taught.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Teaching/Learning Process

 

Shaw, Francine Shuchat, "The Meanings of Congruence," The Journal of Curriculum Theorizing, 2(Winter, 1980), 178-202., Francine Shuchat Shaw

Annotation: Discusses need for congruence between content and the form of educational experience provided.

Broad Topical Focus: Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Aesthetic Inquiry and Curriculum Criticism
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Curriculum as Experience

 

Shaw, Frederick, "The Changing Curriculum," Review of Educational Research, 36(June, 1966), 343-352., Frederick Shaw

Annotation: Reviews influences on curriculum change from 1963-1966.

Broad Topical Focus: Curriculum Change, Curriculum Contexts and Societal Influences
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum and Politics

 

Shaw, Ken, "Curriculum, Management, and the Improvement of Education: Forging a Practical Alliance," Journal of Curriculum Studies, 19(May-June, 1987), 203-217.*, Ken Shaw

Annotation: Explores the relation between curriculum studies and management studies.

Broad Topical Focus: Curriculum Administration, Leadership, Finance, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Research Synthesis
Narrow Topic: Comparative Curriculum

 

Shaw, Ken E., "Understanding the Curriculum: The Approach through Case Studies," Journal of Curriculum Studies, 10(January-March, 1978), 1-17., Ken E. Shaw

Annotation: Reviews a selection of case studies of curriculum (descriptive, analytic, deliberative) and argues for the contribution case studies can make.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation

 

Shepard, Lorrie A., "A Brief History of Accountability Testing, 1965-2007," pp. 25-46 in Katherine E. Ryan and Lorrie A. Shepard, eds., The Future of Test-Based Educational Accountability. New York: Routledge, 2008., Lorrie A. Shepard

Annotation: Traces the history of attempts in the U. S. to use tests for accountability purposes; discusses NAEP, minimum competency testing, National Commission on Excellence in Education, the Standards Movement, and the No Child Left Behind Act.

Broad Topical Focus: Curriculum Evaluation
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Standards and Testing, Program Audit/Evaluation

 

Shipman, M. D., "Contrasting Views of a Curriculum Project," Journal of Curriculum Studies, 4(September, 1972), 145-153., M. D. Shipman

Annotation: Presents a study of various views of the British Schools Council Integrated Studies Project held by the project team, by teachers, and by local authority administrators.

Broad Topical Focus: Curriculum Decision-making Processes
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry, Phenomenological Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Development Strategies

 

Shkedi, Asher, "Can the Curriculum Guide Both Emancipate and Educate Teachers?" Curriculum Inquiry, 28(Summer, 1998), 209-229.*, Asher Shkedi

Annotation: Reports an empirical study of the use of three alternative forms of a curriculum guide (in Israeli classes in Bible) to determine how teachers distinguish the approaches and what differences they see in autonomy allowed them.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Scientific/Empirical Inquiry, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Value Assumptions and Ideologies in Curriculum, Comparative Curriculum, Teacher Knowledge, Freedom/Authority and Curriculum

 

Shkedi, Asher, "School-Based Workshops for Teacher Participation in Curriculum Development," Journal of Curriculum Studies, 28(November-December, 1996), 699-711.*, Asher Shkedi

Annotation: Gives a case study of teachers' curriculum workshops as a way to implement teachers' role in the process of school-based adaptation of curriculum.

Broad Topical Focus: Curriculum Decision-making Processes, Curriculum Change
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Case Study
Narrow Topic: Curriculum Implementation, Curriculum Development Strategies, Curriculum Deliberation, Comparative Curriculum

 

Shkedi, Asher, "Teachers' Attitudes toward a Teachers' Guide: Implications for the Roles of Planners and Teachers," Journal of Curriculum and Supervision, 10(Winter, 1995), 155-170., Asher Shkedi

Annotation: Reports teachers' use of, judgments on effectiveness of, views about the writers of, and attitudes toward curriculum guides.

Broad Topical Focus: Curriculum Guides, Plans, Documents, Materials
Source Discipline: Curriculum
Mode of Inquiry in the Study: Ethnographic Inquiry
Type of Study: Single Study
Narrow Topic: Materials Development and Evaluation, Curriculum Implementation, Comparative Curriculum

 

Short, Edmund C., A Coherent Curriculum for Every Student: Curriculum Proposals for Possible Adoption. Lanham, MD: Rowman & Littlefield, 2020., Edmund C. Short

Annotation: Summarizes 33 coherent proposes for K-12 curriculum drawn from publications over many decades and briefly annotates more than 60 less comprehensive ones; proposals are grouped by focus: academic, democratic, global, living, person, problems, values; provides curriculum planners with options for possible adoption in one convenient resource.

Broad Topical Focus: Curriculum Proposals in Coherent Form
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Content Selection and Organization, Curriculum Aims and Objectives

 

Short, Edmund C., "A Decade Later," Journal of Curriculum Theorizing, 16(Fall, 2000), 73-82., Edmund C. Short

Annotation: Assesses strengths and weaknesses of the author's 1991 book, Forms of Curriculum Inquiiry; includes updated sources.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry, Philosophical Inquiry-Ampliative Criticism
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Short, Edmund C., "A Historical Look at Curriculum Design," Theory Into Practice, 25(Winter, 1986), 3-9.*, Edmund C. Short

Annotation: Analyzes the value differences behind six curriculum.

Broad Topical Focus: Curriculum Conceptions and Theories, Curriculum Proposals in Coherent Form, Curriculum Development, Organization, Design
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Historical Inquiry, Normative Inquiry
Type of Study: Single Study
Narrow Topic: Content Selection and Organization, Value Assumptions and Ideologies in Curriculum

 

Short, Edmund C., "A Review of Studies in the First 10 Volumes of the Journal of Curriculum and Supervision," Journal of Curriculum and Supervision, 11 (Fall, 1995), 87-105., Edmund C. Short

Annotation: Classifies and briefly describes 222 studies published between 1985-1995 in the Journal of Curriculum and Supervision; gives some comments on the status of this work as a whole.

Broad Topical Focus: Curriculum Research and Inquiry-General, Curriculum as a Field of Practice and Study, Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Literature of Curriculum

 

Short, Edmund C., "Authority and Governance in Curriculum Development: A Policy Analysis in the United States Context," Educational Evaluation and Policy Analysis, 5(Summer, 1983), 195-205.*, Edmund C. Short

Annotation: Summarizes the status of governance and control of curriculum in the 1970s and early 1980s in the U. S.; proposes criteria for an adequate structure of curriculum control.

Broad Topical Focus: Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Ampliative Criticism,Philosophical Inquiry-Speculative Essay,Historical Inquiry
Type of Study: Status Study
Narrow Topic: Curriculum and Politics, Freedom/Authority and Curriculum, Social Efficiency/Control

 

Short, Edmund C., "Challenging the Trivialization of Curriculum through Research," pp. 199-210 in James T. Sears and J. Dan Marshall, eds., Teaching and Thinking about Curriculum: Critical Inquires . New York: Teachers College Press, 1990.*, Edmund C. Short

Annotation: Describes evidence of curriculum trivialization and gives process used in graduate classes to help students confront trivialization through studying reseach reports.

Broad Topical Focus: Critique and Utilization of Curriculum Research and Inquiry, Curriculum Enactment and Teaching
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Programs of Study in Curriculum and Instruction

 

Short, Edmund C., Compiler, The Society for the Study of Curriculum History: Meetings and Papers 1977-1991. ERIC Document Reproduction Service, 1991, ED 342 736., Edmund C. Short

Annotation: Contains 47 papers on historical aspects of curriculum practice, theory, research, and leaders presented at meetings of the Society for the Study of Curriculum History between 1977 and 1991; information on the Society and its meetings is also included.

Broad Topical Focus: Publication Outlets for Curriculum Research and Inquiry, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Historical Inquiry
Type of Study: Collection of Studies
Narrow Topic: Curriculum History, American/International Curriculum Organizations

 

Short, Edmund C., "Curriculum Associations and Journals," pp. 196-199 in Torsten Husen and Thomas N. Postlethwaite, eds., International Encyclopedia of Education. Supplement Volume One. New York: Pergamon, 1988., Edmund C. Short

Annotation: Identifies journals in English and in other languages and their sponsoring professional organizations that publish or foster curriculum research.

Broad Topical Focus: Curriculum Research and Inquiry-General, Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Status Study
Narrow Topic: Literature of Curriculum

 

Short, Edmund C., "Curriculum Decision Making in Teacher Education: Policies, Program Development, and Design," Journal of Teacher Education , 38 (July- August, 1987), 2-12.*, Edmund C. Short

Annotation: Specifies steps in policy making and curriculum development in teacher education; sets forth design criteria; and discusses role of unifying themes.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Decision-making Processes, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Teacher Education, Content Selection and Organization

 

Short, Edmund C., "Curriculum Development and Organization," pp. 405-412 in Harold E. Mitzel, ed., Encyclopedia of Educational Research, Fifth Edition. New York: Macmillan, 1982.*, Edmund C. Short

Annotation: Summarizes the state of curriculum policy making and governance as well as presents criteria for optimum strategies for curriculum development across levels of governance.

Broad Topical Focus: Curriculum Development, Organization, Design, Curriculum Policies and Policy Making
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Curriculum Development Strategies

 

Short, Edmund C., "Curriculum Policy Research," pp. 420-430 in F. Michael Connelly, Ming Fang He, and JoAnn Phillion, eds., The SAGE Handbook of Curriculum and Instruction. Los Angeles: Sage Publications, 2008., Edmund C. Short

Annotation: Gives an overview of curriculum policy research, outlines the approaches and inquiry methods being used in this domain of research, and maps out various facets of curriculum policy research that pertains to the policy-making process itself (developing, choosing, enacting, and evaluating policy options); cites illustrative studies in each category.

Broad Topical Focus: Curriculum Policies and Policy Making, Curriculum Decision-making Processes, Relation of Curriculum Research to Practice
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry, Philosophical Inquiry-Speculative Essay
Type of Study: Status Study
Narrow Topic: Curriculum Deliberation, Knowledge Generation, Government Role in Educational Research & Development, Curriculum and Politics

 

Short, Edmund. C., "Curriculum Proposals," in Bill Schubert and Ming Fang He, eds., Oxford Encyclopedia of Curriculum Studies. New York : Oxford University Press, 2021. DOI: 10.1093/acrefore/ 9780190264093.013.ORE_EDU 01500.R1, Edmund C. Short

Annotation: Describes the concept of curriculum proposals together with a concceptualization of the components of curriculum; discuses their usefulness.

Broad Topical Focus: Curriculum Proposals in Coherent Form, Curriculum Conceptions and Theories
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay, Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Curriculum Frameworks, Curriculum Development Strategies, Curriclum Thoery Creation and Uses

 

Short, Edmund C., "Curriculum Scholarship--Sources of Knowledge for the Curriculum Field," pp. 7-19 in Edmund C. Short, ed., A Search for Valid Content for Curriculum Courses . Educational Comment, 1970. Toledo, OH: College of Education, University of Toledo, 1970.*, Edmund C. Short

Annotation: Reviews and classifies types of curriculum knowledge and their sources.

Broad Topical Focus: Curriculum as a Field of Practice and Study, Curriculum Research Domains and Structure
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry
Type of Study: Single Study
Narrow Topic: Programs of Study in Curriculum and Instruction, Literature of Curriculum

 

Short, Edmund C., "Doing and Using our Best Curriculum Inquiry: Directions for the 1980s," Journal of Curriculum Discourse and Dialogue, 1(Spring,1994), 122-126., Edmund C. Short

Annotation: Gives recommendations made in 1981 on choosing and doing curriculum inquiries more carefully and on tying them more closely to real school problems.

Broad Topical Focus: Relation of Curriculum Research to Practice, Curriculum Research Domains and Structure, Defining Curriculum Research Questions, Publication Outlets for Curriculum Research and Inquiry
Source Discipline: Curriculum
Mode of Inquiry in the Study: Philosophical Inquiry-Speculative Essay
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

Short, Edmund C., ed., A Search for Valid Content for Curriculum Courses. Educational Comment, 1970. Toledo, OH: College of Education, University of Toledo, 1970.*, Edmund C. Short

Annotation: Presents six articles on philosophical and historical scholarship, training of curriculum workers, practical school curriculum problems, college curriculum courses survey, and an analysis of curriculum texts.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation, Programs of Study in Curriculum and Instruction

 

Short, Edmund C., ed., Forms of Curriculum Inquiry . Albany, NY: State University of New York Press, 1991., Edmund C. Short

Annotation: Contains descriptions of 17 different forms of curriculum inquiry including philosophical, historical, ethnographic, narrative, theoretical, hermeneutic, critical, deliberative, action, etc.

Broad Topical Focus: Curriculum Inquiry Guidelines
Source Discipline: Curriculum
Mode of Inquiry in the Study: Multiple/Mixed Forms of Inquiry
Type of Study: Collection of Studies
Narrow Topic: Knowledge Generation

 

Short, Edmund C., "Knowledge Production and Utilization in Curriculum: A Special Case of the General Phenomenon," Review of Educational Research, 43(Summer, 1973), 237-301. Condensed in Mental Health Digest, 6(November, 1973), 7-15.*, Edmund C. Short

Annotation: Describes status of multiple methods of curriculum inquiry and the use of resultant research in a framework of knowledge production and utilization.

Broad Topical Focus: Curriculum Inquiry Guidelines, Relation of Curriculum Research to Practice, Curriculum Research Domains and Structure, Curriculum as a Field of Practice and Study
Source Discipline: Curriculum
Mode of Inquiry in the Study: Integrative Inquiry
Type of Study: Research Synthesis
Narrow Topic: Knowledge Generation, Knowledge Utilization, Comparisons Among Inquiry Modes

 

Short, Edmund C., "Organizing What We Know About Curriculum," Curriculum Inquiry, 15(Fall, 1985), 237-243.*, Edmund C. Short

Annotation: Presents domains of curriculum knowledge and argures for determining questions for inquiry in each domain.

Broad Topical Focus: Curriculum Inquiry Guidelines, Curriculum Research Domains and Structure, Defining Curriculum Research Questions
Source Discipline: Curriculum
Mode of Inquiry in the Study: Theoretical/Conceptual Inquiry, Integrative Inquiry
Type of Study: Single Study
Narrow Topic: Knowledge Generation

 

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